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The Community Service Program (KKN) was implemented with the aim of fostering and enhancing the entrepreneurial spirit and skills of Junior High School (SMP) students through an Entrepreneurship Workshop at SMP PAB 23 Bandar Klippa. This program was designed using a practice-based participatory learning approach (learning by doing), which positions students as active subjects in all stages of the activity, from planning, production, to product marketing. A total of 39 seventh grade students were directly involved in this activity. Through this experiential learning process, students had the opportunity to develop creative thinking, teamwork, and problem-solving skills in a real-life setting. The evaluation results showed a significant increase in several entrepreneurial indicators, namely student self-confidence increased from 55% to 85%, communication skills from 60% to 88%, and interest in entrepreneurship from 50% to 83%. These findings prove that the practice-based learning method is effective in fostering an entrepreneurial mindset and independent character in students. Furthermore, this Community Service Program (KKN) activity demonstrates collaboration between universities and schools in implementing contextual and applicable entrepreneurship education. It also has the potential to be developed as a sustainable learning model to support the achievement of the Pancasila Student Profile, particularly in the dimensions of creativity, independence, and mutual cooperation.

Learning motivation is a crucial factor influencing student success in the learning process at school. However, in reality, many students still suffer from low learning motivation, characterized by a lack of interest in lessons, passive behavior, and a tendency to engage in negative behavior in the school environment. This study aims to explore in-depth the strategies used by teachers to improve student learning motivation in junior high schools (SMP). This study used a qualitative approach with descriptive methods. Data were collected through in-depth interviews, observations, and documentation with 3 teachers experienced in teaching students with diverse backgrounds and characteristics. The results show that teachers employ various strategies to improve learning motivation, including building positive emotional relationships between teachers and students, creating a pleasant classroom atmosphere, implementing active learning methods, and providing positive reinforcement such as praise and rewards. These strategies have proven effective in increasing student engagement, self-confidence, and responsibility for the learning process. This study confirms that the role of teachers is not only as instructors but also as motivators and mentors, significantly influencing the development of students' enthusiasm for learning. The implications of this research demonstrate the importance of training and professional development for teachers to design learning strategies that adapt to the needs and characteristics of students in the modern education era.

Digital literacy is a crucial competency for teachers. Accelerating digital literacy for elementary school teachers is not only about mastering digital tools and applications, but also about changing mindsets and approaches to teaching. There are three impacts for teachers and students if teachers are unable to master digital competencies: 1) teachers are less able to keep up with the latest technological developments; 2) teachers are unable to filter and process the latest information, resulting in a tendency towards misinformation; 3) students are less able to absorb the latest information and thus misuse the wrong sources of information. Given these impacts, training and mentoring are needed for elementary school teachers in Songgom District to acquire the right digital skills so that elementary school teachers can maximize their potential. Elementary school teachers in Brebes Regency still do not have good digital competencies. If left unchecked, more and more teachers will lack digital competency. This can lead to a lack of technology-related information that students can use to support their learning. Furthermore, inadequate technology skills can hinder differentiated learning within the independent curriculum. The Community Service Program, initiated by professors and lecturers with expertise in digital literacy and language, is highly relevant to the needs of teachers in Brebes Regency. Elementary school teachers are developing digital competencies by implementing interactive quiz-based learning and Canva-based learning media. These competencies can be applied by teachers in the classroom. Students are expected to absorb the material more meaningfully. Learning through the application of digital literacy by teachers will increase student interest and engagement in learning the material.

Developing students' creativity at the elementary school level is an important part of shaping 21st century character and skills. One approach that can be taken is through hand training with cardboard and printed images. This student service activity aims to train the creativity of fourth grade students at SDN 3 Palangka through cardboard weaving training as an innovative learning medium. This activity is motivated by the need for more interesting, active, and enjoyable learning for students. The training is carried out through several stages, namely the compaction of basic weaving techniques, independent practice by students, and evaluation of the work produced. Students are given the freedom to be creative using pieces of used cardboard, with direct guidance from the implementation team and accompanying teachers. The results of the activity show that students are very enthusiastic about participating in this activity. They are able to produce various simple new forms with creative displays that can be used as visual aids in the learning process. In addition to producing work, this activity also forms positive student character such as cooperation, responsibility, perseverance, and courage in displaying work. This activity proves that skills-based training can be a solution to present more lively and meaningful learning. Therefore, this kind of activity is very relevant to be continued and developed as part of a sustainable school program.

The development of digital technology has made social media an integral part of children's lives, including students of Madrasah Ibtidaiyah (MI). This study aims to explore the impact of social media on the language patterns of class 5C students at MI Hasyim Asy'ari. Using a qualitative method with a case study approach, data were obtained through semi-structured interviews and participant observations of 14 students who regularly access social media. The findings show that platforms such as TikTok, Instagram, and YouTube are the main sources of new vocabulary acquisition, such as the terms "kepo", "narsis", and "anjir". These words reflect changes in students' language styles that are increasingly informal and often deviate from standard Indonesian language rules. Although social media can contribute to enriching vocabulary and increasing children's interest in communicating, negative impacts such as the dominance of slang, misuse of meaning, and reduced concern for the correct use of Indonesian are also very real. Therefore, the role of educators and parents in supervising and directing the use of social media is very important. The language learning curriculum in schools needs to be adjusted to the development of the digital era without abandoning appropriate linguistic values. With the right strategy, social media can be used as a useful language learning tool without reducing the essence of Indonesian as a national identity.

This research is entitled “Implementation of Lumi H5P in Mathematics Learning Media at SDK PERO Using the MDLC Method.” The aim of this research is to create a digital-based interactive learning medium designed to enhance students’ understanding of the subject matter. media that can help students understand mathematics lessons, particularly on the topics of whole numbers and multiples, in an engaging and easy-to-understand way. The approach applied in this research is the MDLC method.. Each stage was carried out systematically to produce an interactive and high-quality learning media. The learning media application was developed using LUMI H5P, which provides various interactive features such as text, images, videos, and interactive exercises in the form of single choice sets and drag-and-drop activities. The results of the study show that the implementation of Lumi H5P-based learning media can increase students’ learning interest and facilitate their understanding of the material. Moreover, the simple interface design and user-friendly features make this application effective for both classroom learning and independent study. Therefore, the implementation of Lumi H5P in mathematics learning The media can act as an innovative solution to promote a learning process that is more engaging and effective.

Islamic Religious Education (PAI) plays a strategic role in shaping students’ character and developing their religious potential. However, religious learning often becomes less engaging if not presented creatively. The PAI Festival (Pentas PAI) in Karangharja Village, Pagelaran District, Cianjur Regency, was implemented to explore and foster students’ religious talents and interests through Islamic-themed competitions. This program applied the Asset-Based Community Development (ABCD) approach, focusing on mobilizing community religious assets such as Islamic teachers, preachers, and local religious institutions. The implementation consisted of five stages: discover, dream, design, define, and destiny. The results indicate that Pentas PAI effectively served as a medium for students to express their religious abilities, enhance enthusiasm for learning religion, and cultivate Islamic character values such as responsibility, sportsmanship, and confidence. Furthermore, the activity strengthened collaboration among schools, communities, and families in supporting religious education. By optimizing local assets and community participation, Pentas PAI successfully created an engaging and sustainable model of religious education at the village level.

Fourth-grade students of SD Negeri 76/IX Mendalo still show low learning motivation in Natural Sciences and Social Sciences (IPAS) subjects. This is evident from their low attention, lack of enthusiasm, and tendency to chat during learning, which is caused by teachers not implementing appropriate learning methods and media. This study was conducted to increase student interest through PJBL with the use of audiovisual media, by means of a Classroom Action Research (CAR) methodology, separated into two cycles, with each cycle consisting of two meetings. Observation, worksheets, and questionnaires were the methods that were utilized to obtain data from the 21 students who participated in the research. An increase of 19.9% was observed in the average level of learning, which went from 62.7% in Cycle I to 82.6% in Cycle II respectively. All indicators of motivation, engagement, interest, enjoyment, and

Fourth-grade students of SD Negeri 76/IX Mendalo still show low learning motivation in Natural Sciences and Social Sciences (IPAS) subjects. This is evident from their low attention, lack of enthusiasm, and tendency to chat during learning, which is caused by teachers not implementing appropriate learning methods and media. This study was conducted to increase student interest through PJBL with the use of audiovisual media, by means of a Classroom Action Research (CAR) methodology, separated into two cycles, with each cycle consisting of two meetings. Observation, worksheets, and questionnaires were the methods that were utilized to obtain data from the 21 students who participated in the research. An increase of 19.9% was observed in the average level of learning, which went from 62.7% in Cycle I to 82.6% in Cycle II respectively. All indicators of motivation, engagement, interest, enjoyment, and

This study aims to describe the use of the Crossword Puzzle Game Application (TTS) as a learning medium to increase students' involvement and understanding in the learning process. The rapid development of technology demands educational innovation, and gamification, especially in the form of mobile TTS game applications, offers attractive and accessible solutions. Using qualitative research methods with a phenomenological approach, data was collected through in-depth interviews, observations, and document analysis from selected groups of students and teachers who had used the application. The results of the study show that this application effectively increases the motivation, activeness, and vocabulary memory of students. In addition, TTS games provide challenges that spark curiosity and encourage collaboration between learners while solving puzzles. The app also provides a fun, interactive, and adaptive learning environment to individual learning needs, moving away from traditional methods that tend to be monotonous. This study concludes that the TTS Game Application is a very effective, interesting, and relevant educational tool for modern learners and has the potential to be applied to a wide range of subjects.

Game-based learning has emerged as a relevant instructional strategy to address the challenges of 21st-century education, including in Islamic Religious Education (PAI), which is often perceived as monotonous and less engaging for students. This study aims to describe the implementation of game-based learning in enhancing students’ learning motivation in the PAI subject at MA Yapina. This research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The findings indicate that the use of educational games—both digital and non-digital—creates a more interactive and enjoyable learning atmosphere while encouraging active student participation. Students demonstrated increased motivation, self-confidence, and interest in understanding religious concepts more deeply. In addition to boosting motivation, game-based activities contributed to better conceptual understanding through collaborative tasks and contextual simulations of Islamic values. However, several challenges were identified, including limited teacher competence in using game-based media and unequal availability of technological facilities. These findings suggest that game-based learning holds significant potential for PAI instruction but requires adequate teacher support and sufficient infrastructure to optimize its implementation. This study is expected to serve as a reference for developing innovative and creative learning strategies in Islamic Religious Education that align with the characteristics of digital-native learners.

This study discusses the design of artificial intelligence-based Al-Qur'an learning media through the Tahseen platform with a focus on the theme of Fastabiqul Khoirot. Al-Qur'an learning in the digital era faces challenges in the form of a lack of interest and involvement of students due to monotonous conventional methods. This study, through library research, aims to provide an overview of how to increase the efficiency of Al-Qur'an learning by integrating AI "Tarteel" Fastabiqul Khoirot Material in the learning process. This study considers the ethical and practical implications of the use of AI technology in religious learning and evaluates its impact on Al-Qur'an learning. In addition, this study also identifies various opportunities and challenges in the use of AI. The results of the study show that the AI “Tarteel” Fastabiqul Khoirot Material not only functions as a supplementary learning medium, but also proven effective in helping students improve their basic Quran reading skills. This success supports the use of applications as innovative learning solutions, while also confirming that technology-based learning, such as the Tarteel application, has great potential to be further developed to improve the quality of Quran education for all students . It is hoped that the results of this study can encourage wider adoption of AI technology in the education system, especially in the context of Quran learning. By strengthening the understanding of how best to utilize AI technology in Quran learning, it is hoped that a more effective and holistic approach can be developed.

The Merdeka Curriculum implemented in various schools in Indonesia aims to provide flexibility in learning, where students can learn according to their individual needs, interests, and pace. One of the challenges in implementing this curriculum is how to effectively identify classroom activity and student discipline. SD Islamiyah, as a school that implements the Merdeka Curriculum, also faces challenges in understanding variations in student classroom activity and discipline. Some students are able to learn in a disciplined manner with little guidance, while others require more intensive support from teachers. Therefore, a system is needed that can group student data more systematically so that teachers can develop teaching strategies that suit the needs of each group of students. One algorithm that can be used in data grouping is k-means clustering. The K-Means algorithm is a non-hierarchical algorithm derived from the data clustering method. The K-Means algorithm begins with the formation of cluster partitions at the beginning, then iteratively refines these cluster partitions until there are no significant changes in the cluster partitions. The K-Means method partitions data into groups so that data with similar characteristics are placed in the same group and data with different characteristics are grouped into other groups. This method can help group students more accurately based on their Class Activity and Discipline. From the results of the analysis, it was concluded that the student data group with Class Activity was Moderately Active Students, with Discipline being Disciplined, and an average score of 71-80.

Relational bullying is a form of bullying that often occurs in the school environment and has a significant impact on the psychological and academic aspects of students. This research aims to analyze the influence of relational bullying on students’ interest in learning at various levels of education. The research method used is literature review by reviewing 11 relevant national journals indexed by Google Scoler, DOAJ and Sinta, which were published between 2018 and 2024. The results of the study show that relational bullying generally appears in the form of exclusion, spreading gossip, manipulation of social relationships, indirect mockery, and seniority behavior. The impacts caused include a decrease in academic confidence, increased anxiety and depression, loss of study concentration, and low student motivation and participation in class. This condition implies a decrease in learning achievement and student involvement in school activities. Based on the findings, it is concluded that relational bullying has a significant negative effect on students’ interest in learning. Therefore, prevention efforts are needed through the establishment of a positive school climate, strengthening the value of empathy, and the provision of sustainable counseling services to create a safe learning environment and support the development of students.

This community service activity aims to foster the religious character of the community in Timbang Langkat Village through an Islamic literacy program. This program is implemented as a form of contribution from the Real Work Lecture (KKN) students in strengthening religious values in the community by increasing interest in reading, understanding, and practicing Islamic teachings contextually. The activity method is carried out with an approach implemented through counseling, religious studies, group discussions, and relevant, good and correct worship guidance according to the sunnah. The results of the implementation of the activity show a sense of enthusiasm from the community in participating in the literacy activities carried out, as well as the emergence of positive changes in the religious nature and behavior of children and the surrounding community, such as increased awareness of worship, social concern, and enthusiasm for learning worship such as prayer and tilawah. In addition, this activity also fosters a sense of togetherness between students and the community in building an environment with an Islamic character. The continued impact of this activity is seen from the formation of small study groups that independently continue Islamic literacy activities after the program ends. Thus, this Islamic literacy-based community service has proven effective as a means of developing sustainable religious character in the community, while strengthening the synergy between the Muhammadiyah University of North Sumatra and the Timbang Langkat Village community in developing local potential based on Islamic values.

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.

This study aims to determine the role of Community Service Program (KKN) students in increasing interest in learning Islamic Religious Education (PAI) at the Al-Muttaqin Foundation MDTA. The background of this study stems from the low enthusiasm and motivation of students in participating in religious lessons, so that learning innovations are needed that can rekindle their enthusiasm for religious values. KKN students, as part of the implementation of the Tri Dharma of Higher Education, have a social responsibility to contribute directly to society, one of which is through educational activities. In its implementation, students apply various creative, interactive, and fun learning methods, such as educational games, group discussions, and role-model-based approaches that make students more active and motivated. This study uses a descriptive qualitative method with observation, interview, and documentation techniques during the two-month activity. The results show that the presence of KKN students has a positive influence on increasing student interest in learning, seen from increased discipline, active participation, and curiosity about PAI materials. In addition to being teachers, students also play a role as moral guides who instill religious values ​​through positive behavior and habits.   

This study aims to examine the impact of using the Quizizz application on students’ learning interest in the Information Technology subject at SMK Negeri 3 Salatiga. The research employed a quantitative approach with a quasi-experimental design, involving an experimental class that utilized Quizizz as a learning medium and a control class that used conventional teaching methods. Data on students’ learning interest were collected through questionnaires and analyzed using the Independent Sample T-Test to determine significant differences between the two groups. The findings revealed that students in the experimental class who learned through Quizizz achieved a mean score of 68.96, while those in the control class obtained a mean score of 57.30. The statistical analysis indicated a significant difference between the two groups, suggesting that the use of Quizizz had a positive and measurable effect on enhancing students’ learning interest. The interactive features of Quizizz, such as real-time feedback, gamification elements, and visual engagement, likely contributed to students’ higher motivation and active participation during the learning process. Based on these results, it can be concluded that Quizizz serves as an effective and engaging digital tool to increase students’ enthusiasm for learning Information Technology. It is therefore recommended that educators integrate Quizizz into classroom activities as a complementary interactive learning medium. Future research is encouraged to investigate the application of other digital platforms or compare the effectiveness of different gamified learning tools across various subjects and educational levels.

This study aims to comprehensively describe the implementation of differentiated learning in classroom management and analyze its impact on students’ learning outcomes, particularly in mathematics subjects. The research method employed is a literature review by examining various scholarly sources such as national and international journals, educational textbooks, and relevant research articles. The findings indicate that differentiated learning is a pedagogical approach that places students at the center of the learning process by accommodating individual differences in terms of readiness, interests, and learning styles. This approach has proven effective in enhancing students’ motivation, active engagement, and conceptual understanding of mathematical content. Although its implementation presents several challenges, including classroom management complexity, time constraints, and limited learning resources, numerous studies report significant improvements in post-test scores, learning activities, and overall learning achievement following the application of differentiated learning strategies. Therefore, differentiated learning can serve as a strategic solution to create an inclusive, adaptive, and learner-centered educational environment, ultimately improving the quality of teaching and learning, especially in mathematics education.

This study explores the function of the scientific approach and learning assessment as elements that strengthen the quality of education through a structured literature review. The review of various sources shows that the continuous application of the scientific method has a positive effect on improving students’ critical thinking, creativity, learning independence, and character development. Findings from several studies over the past decade support the effectiveness of implementing the scientific method at various educational levels, despite challenges such as limited time and learning resources. In addition, comprehensive learning evaluation not only measures final outcomes but also considers context, input, and process (CIPP model), thereby enhancing the relevance of learning objectives and student motivation. The literature review also highlights the importance of guidance and counseling (GC) as an integrative component that supports students’ academic, social, personal, and character development at both primary and secondary education levels. However, some studies identify challenges in implementation, such as students’ low reading interest and the dominant role of teachers, which can be addressed through STEM-based and blended learning models. Overall, the integration of GC with learning evaluation has the potential to realize holistic education that balances intellectual, emotional, social, moral, and spiritual intelligence, while preparing students to contribute effectively to society and the future workforce. These findings encourage the development of educational policies and learning practices that are more process-oriented, context-based, and focused on the holistic development of student competencies.